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Instruction Begins in the Home: Relations Between Parental Instruction and Children’s Self-Regulation in the Classroom

Authors:
Anne Dopkins Stright at Indiana University Bloomington
Anne Dopkins Stright
Carin Neitzel at University of Indianapolis
Carin Neitzel
Kathy Garza at Autonomous University of Tamaulipas
Kathy Garza
Linda Hoke-Sinex
Linda Hoke-Sinex
Linda Hoke-Sinex
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Abstract

The study examined the effectiveness of 3 aspects of parental instruction for predicting children's self-regulation in school. Fathers, mothers, and their children (52 families) were visited in their homes the summer before the child entered 3rd grade. Metacognitive content (task and strategy information), manner of instruction (small steps at an appropriate pace), and emotional support were coded from parents' instructions to their children for a problem-solving task. Children's self-regulatory behaviors in the classroom were assessed the following school year. Two patterns of relations were observed. Manner of instruction predicted children's attention to instructions and help-seeking in the classroom. Metacognitive content of instructions did not predict these aspects of self-regulation. In contrast, metacognitive content of instructions presented in an understandable manner with emotional support predicted children's monitoring and metacognitive talk. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Journal of LduaUionai Psychulo")
2001.
Vol. 93. No. X 456-466Copyright 2001 by the American Psychological Association, Inc.
0022-0663/01/$5.00 DOI: 10.I037//0022-0663.93.3.456
Instruction Begins in the Home: Relations Between Parental Instruction
and Children's Self-Regulation in the Classroom
Anne Dopkins Stright, Carin Neitzel, Kathy Garza Sears, and Linda Hoke-Sinex
Indiana University
The study examined the effectiveness of 3 aspects of parental instruction for predicting children's
self-regulation in school. Fathers, mothers, and their children (52 families) were visited in their homes
the summer before the child entered 3rd grade. Metacognitive content (task and strategy information),
manner of instruction (small steps at an appropriate pace), and emotional support were coded from
parents' instructions to their children for a problem-solving task. Children's self-regulatory behaviors in
the classroom were assessed the following school year. Two patterns of relations were observed. Manner
of instruction predicted children's attention to instructions and help-seeking in the classroom. Metacog-
nitive content of instructions did not predict these aspects of self-regulation. In contrast, metacognitive
content of instructions presented in an understandable manner with emotional support predicted chil-
dren's monitoring and metacognitive talk.
Children are judged to be successful academic self-regulators by
the extent to which they are able to initiate, direct, monitor, and
adjust their own classroom performance (Zimmerman
&
Martinez-
Pons,
1986, 1988). Children possessing good self-regulatory skills
recognize the importance of instructions, monitor their own
progress, seek instruction when they have difficulty, are actively
involved in classroom activities, and demonstrate an awareness of
their own thinking (Cross & Paris, 1988; Loper, 1980; Schraw,
1994;
Schunk, 1986). Children's development of self-regulatory
processes can be understood more fully when interactions within
their socialization settings are examined (Cross & Paris, 1988;
Pressley, Harris, & Marks, 1992;
Rogoff,
1992; Tharp & Galli-
more, 1988). Given that parents serve with teachers as young
children's primary instructors
(Rogoff,
1990; Ryan & Adams,
1995),
it is important to examine the relations between variations
in parents' instructional practices and children's self-regulatory
performance in school.
Important aspects of instruction include focusing the child's
interest on the problem, providing an overview of the task goal,
simplifying the task, and providing instructions and support that
are appropriate to the child's level of skill and development
(Rogoff,
1990). The quality of parental instructions has been found
to be positively related to children's performance on the task that
is being taught (Conner, Knight, & Cross, 1997; Pratt, Green,
MacVicar, & Bountrogianni, 1992) and on independent laboratory
problem-solving tasks (Conner et al., 1997; Diaz, Neal, & Vachio,
199!;
Freund, 1990; Radziszewska &
Rogoff,
1988, 1991).
There also is a connection between the overall quality of
parents' instructions and children's self-regulation in the class-
room (Stright & Hoke-Sinex, 1999). However, the relations
Anne Dopkins Stright, Carin Neitzel, Kathy Garza Sears, and Linda
Hoke-Sinex, Department of Educational Psychology, Indiana University.
Correspondence concerning this article should be addressed to Anne
Dopkins Stright, Department of Educational Psychology, Wright Educa-
tional Building. 201 North Rose Avenue, Indiana University, Bloomington,
Indiana 47405-1(106. Electronic mail may be sent to astright@indiana.edu.
between the various components of parents' instruction of chil-
dren's problem solving and children's specific self-regulatory
behaviors in the elementary school classroom remain to be
explored. The current study focuses on the role of three aspects
of parents' instructions for predicting children's academic
self-
regulation: the metacognitive content of instructions, the man-
ner in which instructions are delivered, and the emotional
support provided.
Three Aspects of Parental Instruction
Metacognitive Content
During instruction, parents function as children's metacognitive
mentors, providing information that enables their children to con-
ceptualize problems, recognize appropriate strategies, and attend
to important aspects of a task (Vygotsky, 1978). Parents differ in
how much metacognitive task and strategy information they pro-
vide when instructing their children (Rogoff, 1990, 1992). Parents
may provide their children with task and strategy information by
giving suggestions for how the child can "get ready" for the task,
providing information about the structure of the task, identifying
the overall task goal, and pointing out the level of task difficulty
and possible problem areas the child might encounter. Parents also
may provide their children with information about strategies that
are available, how strategies can be used, and when and why
strategies are effective. When children receive instructions with
task objectives, before beginning
a
task, children are more likely to
successfully complete the task (Kloster & Winne, 1989). Paris and
Jacobs (1984) found that children who received classroom instruc-
tion focusing on strategies demonstrated significant increases in
reading awareness and use of strategies during subsequent reading
tasks.
Parents' instructions containing metacognitive task and
strategy information may help children acquire metacognitive
knowledge and enhance children's later self-regulation of their
learning.
456
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... In terms of SRL, students who perceived their parents as responsive, with the highest expression of emotional warmth, democratic discipline, and autonomy support, also scored highest on SRL. This is consistent with the findings of previous studies (Alnafea & Curtis, 2017;Amani et al., 2020;Du et al., 2021;Huang & Prochner, 2003;Kallia & Dermitzaki, 2017;Pinquart, 2016;Pino-Pasternak & Whitebread, 2010;Stright et al., 2001), suggesting that positive parenting characterised by democratic discipline, emotional warmth, autonomy-supportive behaviours and understanding of the child's needs positively impacts students' SRL and academic achievement. Supporting autonomy allows children to gradually take responsibility for schoolwork and is positively related to the metacognitive aspects of SRL (Pino-Pasternak & Whitebread, 2010). ...
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